Language：English   Publishing type：Research paper (scientific journal)   Publisher：Walter de Gruyter GmbH  

Abstract

This study, based on Jiang’s (2000. Lexical representation and development in a second language. Applied Linguistics 21(1). 47–77) bilingual lexicon model, investigates the learnability of collocations among 34 Japanese EFL learners and examines the influence of their L1 on such learning. An acceptability judgment task assessed the knowledge of three different types of collocations: English-only collocations that cannot be directly translated into Japanese (e.g., flat rate); congruent collocations that can be translated into Japanese without changing their meaning (e.g., cold tea); and Japanized collocations that are infelicitous in English, but felicitous in Japanese (e.g., yellow voice). After the task, participants translated the collocations and rated the difficulty on a four-point Likert scale. The relationship between the accuracy of these collocations and the translation difficulty rating scores was analyzed using mixed-effects logistic regression modeling to assess L1 influence. The results showed that with increasing L2 proficiency, learners tend to regard congruent and English-only collocations as acceptable, but even highly proficient learners did not fully reject the Japanized collocations. This suggests that as L2 proficiency increased, participants learned to accept felicitous collocations but did not learn to reject Japanized infelicitous ones. In addition, the influence of L1 was evident in English-only and Japanized collocations and could not be avoided by those with increasing proficiency.

DOI： 10.1515/iral-2022-0234

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Other Link： https://www.degruyter.com/document/doi/10.1515/iral-2022-0234/pdf

Language：English   Publishing type：Research paper (scientific journal)   Publisher：John Benjamins Publishing Company  

Abstract

This article addresses the pitfalls of performance analysis in investigating cognitive processing during second language (L2) learning. The problems that we discuss in this paper are twofold: (1) Assuming psychological variables to be ontological entities without meeting the criteria for ontological reality and (2) Inappropriateness of assessing abilities based on learner’s speaking or writing performance to investigate cognitive processes. By addressing these problems, we argue that some latent variables postulated by observing L2 performance do not exist in reality and emphasize the difficulty of interpreting cognitive mechanisms through performance analysis. We also enumerate some problems that arise from the epistemological perspectives of previous research practice (e.g., the bifurcation of contradictory hypotheses and their indeterminacy). Finally, two alternative approaches treating L2 performance are proposed. The implications of this line of discussion for future research are also discussed.

DOI： 10.1075/jsls.21013.fuk

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Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)  

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Journal of Asia TEFL  

DOI： 10.18823/asiatefl.2020.17.2.2.335

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Language：English   Publishing type：Research paper (scientific journal)  

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Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.1080/09658416.2019.1567742

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Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.20581/arele.29.0_113

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Association for Language Teaching  

CiNii Books

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Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.20581/arele.28.0_209

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Society of English Language Education  

Among foreign language teachers and researchers, it has been widely acknowledged that grammatical knowledge of a foreign language comprises two types of mental storage. One of the two, explicit knowledge, is quite likely linked to adjectives such as "slow" and "conscious," whereas the other, implicit knowledge, is associated with words such as "fast" and "unconscious." The present study challenges this conventional and popularized view, by addressing the consciousness and speed dimensions of Japanese EFL learners' (<i>N</i> = 24) knowledge about <i>tough</i> movement. We conducted a grammaticality judgment task adopting two experimental paradigms: (a) a subjective measure of consciousness known as the <i>meta-knowledge criterion</i>, and (b) response time modeling. The participants judged the grammaticality of the stimuli under the two conditions, (a) control and (b) tough movement, and described their mental state during judgments (explainable vs. intuitive) trial by trial. We analyzed the dynamics among the recorded judgment responses, reaction times, and responses on the subjective measure. The results supported the hypothesis that the consciousness and speed dimensions intersect obliquely. This means that unconscious knowledge does not entail faster grammatical performance. Some pedagogical implications, particularly in light of English grammar teaching in Japan, are also discussed.

DOI： 10.20581/arele.27.0_169

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Chubu English Language Education Society  

DOI： 10.20713/celes.45.0_61

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

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Language：English   Publishing type：Research paper (scientific journal)  

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Society of English Language Education  

This study aimed to develop and validate a scale to measure the Grammatical Carefulness (GC) of foreign language learners. GC, by its definition, refers to psychological, behavioral, and meta-cognitive traits of a learner, and it entails highly controlled, cautious, analytical, and time-consuming language use. By conducting a set of questionnaire surveys targeting Japanese junior high school, high school, and university students (N=2,288), a Foreign Language Grammatical Carefulness Scale (FLGCS) with 14 items, written in Japanese, was developed and tested for its factorial structure, reliability, convergent, content, and criterion validity. The results demonstrated that FLGCS yields three factors: (a) phonological, (b) lexical-syntactic, and (c) pragmatic carefulness, with a high reliability for each. The factorial validity was also supported by using both exploratory and confirmatory factor analyses. Further, a set of analyses confirmed various types of validity. The evidence for the validity is as follows: (a) the linguistic experts (n=10) consistently judged that all the items properly referred to each factor in an appropriate linguistic sense, (b) FLGCS showed correlations with learner beliefs, consistent with theoretical expectations, and (c) FLGCS correlated to the scores of a C-test, and with the time to finish the C-test. The applicability of FLGCS in EFL teaching and research will also be discussed.

DOI： 10.20581/arele.26.0_77

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Japan Curriculum Research and Development Association  

CiNii Books

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：Chubu Chapter, The Japan Association for Language Education & Technology  

The present study attempted to confirm the validity of the Foreign Language Grammatical Carefulness Scale (FLGCS) developed by Kusanagi et al. (in press). According to Kusanagi et al. (in press), Grammatical Carefulness (GC) is defined as a personal trait reflecting learners’ behavioral and psychological aspects of language use, and it consists of three subscales: phonological carefulness, lexical-syntactic carefulness, and pragmatic carefulness. Although the initial validation concerning factorial, content, and criterion-based validity has been done, the criterion-based validation did not take into account the correlation between the performance focusing on the specific aspects of language use and each subscale under the GCS. In order to examine the validity of the subscales of GCS, this study applied two types of task: a discourse completion task (DCT) and a reading and underlining task (RUT), which are considered to measure pragmatic and lexical-syntactic aspects of learners’ performance respectively. It was found that the two subscales (lexical-syntactic and pragmatic) and the scores of the two tasks were weakly correlated, which means that this study found additional evidence showing the validity of FLGCS.

DOI： 10.20656/letcj.26.0_75

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：The Japan Society of English Language Education  

By the use of grammaticality judgment tasks in two conditions (untimed and rapid), the present study examined Japanese EFL learners' explicit and implicit knowledge about the countability of common and material nouns. It is well known that Japanese EFL learners exhibit long-lasting difficulty in attaining knowledge of countability. However, previous studies have not taken the explicit/implicit distinction of L2 knowledge into account. Hence, the present research conducted a grammaticality judgment study, targeting highly proficient Japanese EFL learners (N=18). The stimuli consisted of both grammatical and ungrammatical sentences including number agreement errors with two conditions (common vs. material nouns; k=12 for each). The results of a two-way ANOVA (task type: untimed and rapid, by the stimuli type: common and material nouns) clearly revealed that there was a statistically significant interaction between the two factors, showing a large effect size. This suggests that (a) there was no effect of task type on the material nouns, which might lead to the conclusion that the participants were not aware of the countability of material nouns, even as explicit knowledge; (b) the accuracy score of common nouns substantially declined, which means that the countability of common nouns was not fully acquired as implicit knowledge.

DOI： 10.20581/arele.26.0_253

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Language：Japanese  

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Language：Japanese  

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Language：English  

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Language：English   Presentation type：Oral presentation (general)  

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Presentation type：Oral presentation (invited, special)  

Venue：愛知県産業労働センター ウインクあいち  

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Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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Venue：オンライン開催  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

Venue：East Lansing, Michigan, USA  

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Language：English   Presentation type：Poster presentation  

Venue：Ottawa, Canada  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Poster presentation  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

File： JASELE2013予稿集.pdf

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